How do my students think about ME as an English-language teacher?

References

• Alderman, M. K., & MacDonald, S. (2015). A self-regulatory approach to classroom management: Empowering students and teachers. Kappa Delta Pi Record, 51, 52–56. doi:10.1080/00228958.2015.1023145
   Google Scholar
• Austin, V. L. (2001). Teachers’ beliefs about co-teaching. Remedial and Special Education: A Journal of the Hammill Institute on Disabilities, 22, 245–255. doi:10.1177/074193250102200408
   Web of Science ®Google Scholar
• Bae, B. (2012). Children and teachers as partners in communication: Focus on spacious and narrow interactional patterns. International Journal of Early Childhood, 44, 53–69. doi:10.1007/s13158-012-0052-3
   Google Scholar
• Barker, J. (2015). The fearless classroom: a practical guide to experiential learning environments. New York, NY: Routledge.
   Google Scholar
• Bradbury-Jones, C., Sambrook, S., & Irvine, F. (2011). Empowerment and being valued: A phenomenological study of nursing students’ experiences of clinical practice. Nurse Education Today, 31, 368–372. doi:10.1016/j.nedt.2010.07.008
   PubMed Web of Science ®Google Scholar
• Bruss, M. B., Dannison, L., Morris, J. R., Quitugua, J., Palacios, R. T., McGowan, J., & Michael, T. (2010). Teachers as partners in the prevention of childhood obesity. International Journal of Education Policy and Leadership, 5, 1–12. Retrieved from http://files.eric.ed.gov/fulltext/EJ898894.pdf
   Google Scholar
• Busching, B., & Rowls, M. (1987). Teachers: Professional partners in school reform. Action in Teacher Education, 9, 13–24. doi:10.1080/01626620.1987.10519353
   Google Scholar
• Caimpa, K. (2014). Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, 30(2), 82–96. doi:10.1111/jcal.12036
   Web of Science ®Google Scholar
• Chappell, C., Rhodes, C., Solomon, N., Tennant, M., & Yates, L. (2003). Reconstructing the lifelong learner: Pedagogy and identity in individual, organisational and social change. New York, NY: RoutledgeFalmer.
   Google Scholar
• Connolly, B., & Smith, M. W. (2002). Teachers and students talk about talk: Class discussion and the way it should be. Journal of Adolescent & Adult Literacy, 46, 16–26.
   Web of Science ®Google Scholar
• Deschenes, S., Cuban, L., & Tyack, D. (2001). Mismatch: Historical perspectives on schools and students who don’t fit them. Teachers College Record, 103, 525–547.
   Web of Science ®Google Scholar
• Fonseca, D., Redondo, E., & Villagrasa, S. (2015). Mixed-method research: A new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies. Universal Access in the Information Society, 14, 311–332. doi:10.1007/s10209-014-0361-4
   Web of Science ®Google Scholar
• Garrett, P., & Shortall, T. (2002). Learners’ evaluations of teacher-fronted and student-centred classroom activities. Language Teaching Research, 6, 25–57. doi:10.1191/1362168802lr096oa
   Google Scholar
• Giroux, H. A. & Penna, A. N. (1979). Social education in the classroom: The dynamics of the hidden curriculum. Theory & Research in Social Education, 7, 21–42. doi:10.1080/00933104.1979.10506048
   Google Scholar
• Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37, 40–53. doi:10.1080/03634528809378702
   Web of Science ®Google Scholar
• Griffith, W. I. & Lim, H. Y. (2010). Making student-centered teaching work. MEXTESOL Journal, 34, 75–83.
   Google Scholar
• Harris, R. (1998, March). Making grammar instruction relevant through student-run conversations. Paper presented at the TESOL convention,. Seattle, WA
   Google Scholar
• Heyward, M. (2002). From international to intercultural: Redefining the international school for a globalized world. Journal of Research in International Education, 1, 9–32. doi:10.1177/147524090211002
   Google Scholar
• Hogan Lovells critical thinking test. (n.d.). Retrieved from http://graduates.hoganlovells.com/_downloads/hogan_lovells_critical_thinking_test.pdf
   Google Scholar
• Houser, M. L., & Frymier, A. B. (2009). The role of student characteristics and teacher behaviors in students’ learner empowerment. Communication Education, 58, 35–53. doi:10.1080/03634520802237383
   Web of Science ®Google Scholar
• Huang, F. (2007). Internationalisation of higher education in the era of globalisation: What have been its implications in China and Japan? Higher Education Management, 19(1), 1–15. doi:10.1787/hemp-v19-art3-en
   Google Scholar
• Hunter, J. (2012). ‘Small Talk’: Developing fluency, accuracy, and complexity in speaking. ELT Journal, 66, 30–41. doi:10.1093/elt/ccq093
   Web of Science ®Google Scholar
• Ikegulu, T. N. (1999). Multicultural and globalized education: International students’ perspective. Retrieved from http://files.eric.ed.gov/fulltext/ED442417.pdf
   Google Scholar
• Izadinia, M. (2012). Who I was and became: a critical reflection on my teacher-student self. Reflective Practice: International and Multidisciplinary Perspectives, 13, 183–194. doi:10.1080/14623943.2011.626028
   Google Scholar
• Jones, J. F. (1999). From silence to talk: Cross-cultural ideas on students’ participation in academic group discussion. English for Specific Purposes, 18, 243–259. doi:10.1016/S0889-4906(97)00059-8
   Google Scholar
• Jones, M. G. & Gerig, T. M. (1994). Silent sixth-grade students: Characteristics, achievement, and teacher expectations. The Elementary School Journal, 95, 169–182.
   Web of Science ®Google Scholar
• Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17. doi:10.1080/03634520601009710
   Web of Science ®Google Scholar
• Osberg, J., Pope, D., & Galloway, M. (2006). Students matter in school reform: Leaving fingerprints and becoming leaders. International Journal of Leadership in Education: Theory and Practice, 9, 329–343. doi:10.1080/13603120600895338
   Google Scholar
• Peoples, P (2015). Empowering students through language & critical thinking: The Bard college language & thinking program. Educational Studies Moscow, 4, 116–131. doi:10.17323/1814-9545-2015-4-116-131
   Web of Science ®Google Scholar
• Remillard, B. M. (2012). A case study of secondary school teachers’ experiences of frustration in teaching (doctoral dissertation, Capella University, Minneapolis, MN). Retrieved from http://search.proquest.com/docview/1034584128 (UMI Number: 3519145)
   Google Scholar
• Rendon, l. I. ,(1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19, 33–51. doi:10.1007/BF01191156
   Google Scholar
• Rockwell, R. E., Andre, L. C., & Hawley, M. K. (1996). Parents and teachers as partners: Issues and challenges. New York, NY: Harcourt Brace College Publishers.
   Google Scholar
• Rowell, L. L. (2002). Preparing students for the globalized society of the twenty-first century: A comparative perspective on the ideological roots of guidance. Retrieved from http://files.eric.ed.gov/fulltext/ED464285.pdf
   Google Scholar
• Safari, P. (2016). Reconsideration of language assessment is a MUST for democratic testing in the educational system of Iran. Interchange, 47, 267–296. doi:10.1007/s10780-016-9276-8
   Google Scholar
• Safari, P., & Rashidi, N. (2015a). A move towards postmethod pedagogy: Panacea or more pain? PASAA Journal, 50( July–December), 92–124.
   Google Scholar
• Safari, P., & Rashidi, N. (2015b). Iranian teachers’ voices on the pedagogy of word and world. Journal of Social Science Education, 14, 39–52. doi:10.2390/jsse-v14-i4-1443
   Google Scholar
• Safari, P., & Razmjoo, S. A. (2016). An exploration of Iranian efl teachers’ perceptions on the globalization and hegemony of English. Qualitative Research in Education, 5, 136–166. doi:10.17583/qre.2016.1797
   Web of Science ®Google Scholar
• Safari, P., & Sahragard, R. (2015). Iranian EFL teachers’ challenges with the new ELT program after the reform: From dream to reality. Khazar Journal of Humanities and Social Sciences, 18, 65–88. doi:10.5782/2223-2621.2015.18.4.65
   Web of Science ®Google Scholar
• Stefani, l. A. J., (1994). Peer, self and tutor assessment: Relative reliabilities. Studies in Higher Education, 19, 69–75. doi:10.1080/03075079412331382153
   Web of Science ®Google Scholar
• Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13, 139–153. doi:10.1080/13504620701295726
   Google Scholar
• Stickles, P. R. (2011). Using instructional logs to study teachers’ adaptation to curricular reform. School Science and Mathematics, 111, 39–46. doi:10.1111/j.1949-8594.2010.00059.x
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Volk, L. (2000). Education between globalization and local culture: A world without frontiers for students without traditions? Retrieved from http://files.eric.ed.gov/fulltext/ED447283.pdf
   Google Scholar
• Wink, J. (2005). Critical Pedagogy: Notes from the Real World. New York, NY: Pearson/Allyn & Bacon. Retrieved from https://www.joanwink.com/scheditems/CP-050911-Part1.pdf
   Google Scholar
• Young, D. J. (1990). An investigation of students’ perspective on anxiety and speaking. Foreign Language Annals, 23, 539–553. doi:10.1111/j.1944-9720.1990.tb00424.x
   Web of Science ®Google Scholar